7.4 How can we get trainees to draw the different sources of knowledge together and use it to understand classroom practice?

One of the distinctive contributions the university can make is to help trainees explore research based ideas in a generalised context. Yet trainees are only likely to value such ideas if they can see an application in practice. So the way that research based work is presented will be important in getting trainees to engage with and value it.

An article by Counsell, Evans, McIntyre and Raffan (2000) outlines 10 principles when using research with trainees:

1. The research used should help provide answers to questions about good practice.
2. The research should be subject to critical scrutiny and not simply accepted as offering authoritative answers.
3. The definition of ‘educational research’ should be very broad.
4. The research should motivate trainees.
5. The research should be intellectually engaging.
6. The research should be seen as being useful to the subject community.
7. It is important to recognise that different subject teaching communities have generally come to value rather different kinds of educational research.
8. The research needs to be valued by all those involved in training teachers.
9. When to examine research based ideas is important in helping ensure they are valued.
10. Trainee teachers need help in learning about the place of research in their practice as teachers and in learning how to engage in research on their own practice.
    

Activity 7.4.1 Engaging trainees with research

Activity 7.4.2 When will trainees be ready to engage with research?

Activity 7.4.3 Using assignments to deepen understanding of how pupils learn